Math and

Thinking Maps
Presented by:
Bonnie Jones
bjones1@aisd.net
August 3, 2006
What do you hope to walk away with
today?

Why did you choose this session?

Thinking and Math

What type of thinking occurs daily in

math?

Thinking
done in math
class
Thinking maps represent 8 thought
processes.

Look at your list of thinkingmatch maps to

the thinking that students do in math
class. Thinking in Math Class

Circle Tree
Activities--Circle Map-
brainstorming, defining

*What do you know about ______ ?

*
Activities-Double Bubble Map-like
a Venn diagram--compare/contrast
*Greatest Common Factor/Least Common
Multiple
*compare geometric figures/shapes
*compare terms: perimeter/area
Activities-Tree Map-categorize, sort,
organize

*Sorting--measurement activity--in., ft., yd.

*Sort: geometric figures/shapes
*Sort word problems: add, subtract, multiply,
divide, multi-step
*Sort: prime numbers, composite numbers,
odd numbers, even numbers

**Remember: pictures, words, or both

Activities-Brace Map-analyze, break
into parts
Activities-Brace Map-analyze, break
into parts
Activities-Brace Map-analyze, break
into parts
18. When Maggie went to her sisters
graduation, she saw that 300 students were
graduating. Maggie noticed that equal
numbers of graduating students were seated
in 5 different sections of the auditorium. How
many graduating students were seated in 1
section?

From: www.tea.state.tx.us 4th gr math 2004

Activities-Brace Map-analyze, break
into parts

When Maggie went to her sisters graduation, she

saw that 300 students were graduating.

Maggie noticed that equal numbers of graduating

students were seated in 5 different sections of the
auditorium.

How many graduating students were seated in 1

section?
Activities-Brace Map-analyze, break
into parts

300 students

equal numbers 5 different sections

How many graduating students were seated in 1

section?
Activities-Brace Map-analyze, break
into parts

300 divided by 5 equal parts

=_______
Activities-Brace Map-analyze, break
into parts
Activities-Flow Map--Sequence

Have students break down the steps in

answering math problems

What do you do first, second, third, and so

forth
Activities-Multi-flow Map--
cause/effect

48 *1

56-8
Making 48
32 + 16

96/2
Activities-Bridge Map--
Analogy/relationships
19. Hal used this table to find the total prices of
different numbers of tickets to a basketball game.
(Table is included in the actual problemI put the info
in a bridge map).
10 15 20
5

$15 $30 $45 $60

What is the RELATING FACTOR?
Based on the information in the table, how would Hal find the
price of 1 ticket?
A Multiply the number of tickets by 5
B Add 3 to the number of tickets
C Subtract the number of tickets from the price of tickets
D Divide the price of tickets by the number of tickets
From: www.tea.state.tx.us 4th gr math 2004
Activities-Bridge Map--
Analogy/relationships
Your turn

With a partner:
*Decide on a math concept you might
teach or a problem a student might
encounter

*What thinking map would you model

or expect students to use?

*Use chart paper to make your map